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Introduction: For authors, selecting a target journal to submit a manuscript is a critical decision with career implications. In the discipline of medical education, research conducted in 2016 found that authors were influenced by multiple factors such as a journal's prestige and its mission. However, since this research was conducted the publishing landscape has shifted to include a broader variety of journals, an increased threat of predatory journals, and new publishing models. This study updates and expands upon how medical education authors decide which journal to submit to with the aim of describing the motivational factors and journal characteristics that guide authors' decision making., Methods: The authors conducted five qualitative focus groups in which twenty-two medical education authors and editors participated. During the focus groups participants were engaged in a discussion about how they select a journal to submit their manuscripts. Audio from all focus groups was transcribed. Transcripts were analyzed using codebook thematic analysis., Results: Participants considered multiple factors when selecting a target journal. Factors included a journal's impact, the scope of a journal, journal quality, and technical factors (e.g., word limits). Participants also described how social factors influenced their process and that open access plays a role that could both encourage or deter submission., Discussion: The findings describe the motivational factors and influential signals that guide authors in their journal selection decision making. These findings confirm, extend, and update journal selection factors reported in medical education and other disciplines. Notably, these findings emphasize the role of social factors, relationships and personal experiences, which were absent from previous work. Additionally, we observed increased consideration of open acces and a shift away from an emphasis on journal prestige., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2024 The Author(s).)

This paper focuses on the importance of children's out-of-school experiences as their popular culture and discusses how such experiences contribute to their creativity and critical thinking. In addition to this, the paper also discusses the critical role of researchers' values in terms of how values affect the design and process of research. From this standpoint, it analyses two research articles, namely as: "Popular culture, participation and progression in the literacy classroom", by Parry (2014), and "Ben 10, superheroes and princesses: primary teachers' views of popular culture and school literacy", by Dickie and Shuker (2014). Throughout the analysis, the paper discusses how the values of the authors' of these papers affected their selection of the research topics, as well as the process of research, by bringing out the importance of critical literacy in pre-school curricula.

This paper discusses the design of a digital Chinese character composition game with the paper-interface named as ARC (Augmented Reality-based Chinese Characters) and its implementation in a Singapore primary school. The ARC game is designed to help beginning Chinese as second language (L2) learners to develop Chinese orthographic knowledge and improve quality of collaboration. Underlying sociocultural perspectives of learning, it seeks to enable learners to complete the game collaboratively in classrooms, and in this process to build a deep understanding of linguistic knowledge in solving in-situ language-related problems that emerge in language use. The results of a quasi-experiment indicate that ARC is an effective system for improving Chinese character learning performance and collaborative learning quality. It suggests that the augmented paper, enabling natural interactions, allow more and potentially young students to engage with educational content and collaboration. The problematizing scaffold should be embedded in the game design to elicit more opportunities for collaborative dialogue.

Qualitative data is important to understand certain phenomena. While quantitative data is important to understand the prevalence of attitudes and behaviour in psychosocial medical research, qualitative data can help understand and explain the reasons behind attitudes behaviour. One of the methods of collecting qualitative data is the focus group discussion. During a focus group researchers facilitate a discussion to elicit views and lay theories about the research topic. Researchers use group facilitation skills in order to make participants feel at ease and disclose their thoughts, feelings and perceptions about a particular issue with the least bias possible. This paper discusses how the text obtained after transcribing the discussions can be analysed using thematic analysis., (Copyright © 2019 Elsevier B.V. All rights reserved.)

The paper rocket activity described in this article effectively teaches the engineering design process (EDP) by engaging students in a problem-based learning activity that encourages iterative design. For example, the first rockets the students build typically only fly between 30 and 100 feet. As students test and evaluate their rocket designs, they iteratively design improved rockets that will fly over 200 feet. The secret of success is simply the EDP: investigating the weaknesses of a rocket, designing and building a new prototype, evaluating its success, and collaborating and using conclusions to iteratively build additional and more successful rockets.

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.

In the veterinary professional curriculum, methods of examination in many courses are transitioning from the traditional paper-based exams to electronic-based exams. Therefore, a controlled trial to evaluate the impact of testing methodology on examination performance in a veterinary physiology course was designed and implemented. Formalized surveys and focus group discussions were also used to determine student attitudes toward the examination formats. In total, 134 first-year veterinary students and 11 PhD/MS students were administered a total of 4 exams throughout 1 semester (2 on paper and 2 electronically) using a split-halves design. The paper (P) and electronic (E) exams contained 25 identical multiple-choice questions. Students were randomly assigned to two groups and were given exams in one of two sequences (E-P-E-P or P-E-P-E). Participants consented to and completed two anonymous surveys vis à vis their experience. Out of a maximum raw score of 25, the mean score for electronic examinations (20.8; 95% confidence interval, 20.3-21.2) was significantly (P = 0.01) greater than that for paper examinations (20.3; 95% confidence interval, 20.0-20.7). However, students expressed numerous concerns with the electronic examination format, and, at the completion of the study, 87% preferred to take their examination on paper rather than the electronic format. These data show that student attitudes concerning the examination format are not primarily determined by examination results, and that the additional anxiety related to the electronic examination format plays a large role in student attitudes.

Background: In the context of rural Bihar where few women work outside the home, what scope do adolescent girls and young women have to transition into wage work and careers? While the mobility of girls is still widely restricted to secure their marriageability, the spread of higher schooling and the internet has inflated aspirations and levelled them out across boys, girls and social classes., Methods: The present study drew on 45 focus group discussions and 73 in-depth interviews among adolescent girls and young women and related stakeholders to develop 32 cases of transitioning girls across four districts of rural Bihar in India. The qualitative data were collected in 2022 and analysed using a combination of thematic and comparative narrative analyses., Results: The analysis identified some common features of transitioning girls and their pathways. Many girls had been forced by circumstance-household shocks or chronic poverty-to earn money, thereby building their skills and self-efficacy. Others were from families where progressive values ensured their mobility and exposure. Yet others transitioned "by stealth." But all girls had the backing of at least one parent and all had to learn to navigate public space while safeguarding their reputations. By researching actual pathways (rather than distant dreams), the study identifies a variety of transition outcomes, including "good" jobs as teachers, nurses, and police officers, "low entry" jobs in factories and new services, and full-time businesses built from scratch., Conclusion: The paper suggests that interventions be designed separately for these distinct outcomes and that efforts are best directed towards girls already "self-transitioning" and demonstrating the requisite resolve and self-efficacy., (© 2024 Foundation for Professionals in Services to Adolescents.)

Objective: The aim of this study is to gain insight into the facilitators, barriers, and support needs of Dutch self-employed workers when returning to work (RTW) after sick leave., Methods: Three focus groups were conducted, involving 15 Dutch self-employed workers who were on sick leave due to health problems. The transcripts were analyzed through thematic content analysis., Results: Five main themes regarding barriers, facilitators, and needs of self-employed workers to RTW were identified: autonomy, social support, client management, financial security, and information on sick leave. Having autonomy was considered a facilitator for RTW. However, the participants expressed a need for more financial support, additional guidance from occupational health professionals, and tailored information regarding RTW., Conclusions: The results of this study emphasize a need for optimizing national policy and support for self-employed workers regarding sick leave and RTW., Competing Interests: Conflict of interest: None declared., (Copyright © 2024 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the American College of Occupational and Environmental Medicine.)

Since the end of the Second World War in 1945, the erection of camps within and across state borders has become the most common response to the influx of displaced persons. Based on empirical evidence from northern Uganda, this paper aims to provide answers to two main questions: (i) how does the camp influence and frame the upbringing of children?; and (ii) how do caregivers shape and adjust upbringing within this setting and when they return to their 'former homes' ? Interviews and focus-group discussions were conducted with 48 caregivers living in Kitgum District, northern Uganda. Deductive thematic analysis was employed to structure participants' accounts of past and present interconnections between upbringing and (previous) encampment. By paying close attention to their (counter-)narratives, people's agency and coping are emphasised through the simultaneous forging of new interconnections (that is, discontinuities) and holding on to old interconnections (that is, continuities) between upbringing, the camp, and the post-war village., (© 2024 ODI.)

Aid relations in protracted displacement comprise a diversity of actors with different influence and involvement over time. Building on the case of Sri Lanka's northern Muslim's expulsion from the north of the country in 1990, this paper investigates the dynamic space of aid relations in their drawn-out internal displacement. The study draws on 38 key informant interviews and 10 focus-group discussions, conducted in Sri Lanka (Jaffna, Mannar, Puttalam, and Colombo) in 2022. The paper contributes new knowledge of the local dynamics of assistance in protracted displacement, by analysing the roles of a wide set of actors within this dynamic space of aid relations over time. The analysis incorporates angles and voices often overlooked in mainstream humanitarian studies, including internally displaced persons, hosts, and Middle Eastern aid funders. The study argues that a long-term perspective and a variety of voices provide foundations for more productive engagement with localisation in humanitarian action in protracted displacement crises., (© 2024 The Authors. Disasters published by John Wiley & Sons Ltd on behalf of ODI.)

Introduction: Effective academic-clinical partnerships require a greater understanding of how academic programs can best support clinical education (CE) faculty. This study aimed to determine resources and support that clinical partners need., Review of Literature: As the number of physical therapist (PT) programs, cohort sizes, and CE weeks have risen, so has demand for CE sites. Conversely, staffing reductions, increased administrative duties, and rising productivity expectations have decreased the time available for clinical instruction. To promote a successful CE experience, there must be a renewed understanding of CE faculty needs., Subjects: Clinical education faculty affiliated with any of the 8 contributing programs from the Ohio-Kentucky Consortium participated in survey research (n = 24) and subsequent interview (n = 4) and focus group (n = 6) research., Methods: Constructivist grounded theory design was used to explore the needs of CE faculty. Academic and clinical partners developed the initial survey and used survey results to establish interview questions. The investigators iteratively assessed data saturation and clarity of results of coded survey, interview, and focus group data to determine whether the study's aims of identifying CE faculty needs had been met., Results: The aggregated results yielded 5 main themes of Director of Clinical Education support for CE faculty needs: student readiness for CE experience; effective academic-clinical partner communication; collaborative management of exceptional students; judicious standardization of CE processes; and provision of CE faculty development resources., Discussion and Conclusion: Clinical education faculty have noted challenges that affect their ability to mentor students. They want academic programs to be more collaborative and proactive with communication, resources, and support. Future research should address aids and barriers to proactive communication, resource provision, and academic-clinical partner collaboration., Competing Interests: The authors report no conflict of interest., (Copyright © 2024 Academy of Physical Therapy Education, APTA.)

Introduction: Doctors working in rehabilitation settings have specialized clinical skills and experience, but research activity may be constrained by time pressures and inadequate current skills. This means missed opportunities to contribute to the evidence-base for better clinical practice and outcomes for people living with disabling, chronic complex conditions. This research aimed to understand rehabilitation doctors' research needs, experience, and aspirations to enable future training initiatives that are tailored to their practice context., Methods: This exploratory sequential mixed-method study comprised a survey followed by focus groups. Rehabilitation doctors from three health services in south-east Queensland, Australia completed an online survey incorporating the Research Spider to explore their research experience, confidence, interest, opportunity, and intent. Focus groups explored the survey results and participants' views regarding strategies to build research capacity., Results: The major findings were the gap between high research interest and low experience, confidence and opportunity; and fundamental research skills were identified as priority training topics. These findings support previous research. However, rehabilitation doctors may also have a self-expectation that, as competent clinicians, they should necessarily also be research-competent, and hold misperceptions regarding the shared nature of health services research., Discussion: Protected time and funding may enhance engagement with research to generate specialty-relevant evidence for practice. To this end, a research capacity building initiative in the form of a series of self-directed learning packages has been developed and implemented. A tailored workshop to strengthen rehabilitation doctors' research skills and engagement has also been developed for implementation., Competing Interests: The authors declare no conflict of interest., (Copyright © 2024 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.)

Over the last two decades, there has been growing interest from all stakeholders (government, manufacturers, and consumers) to make packaging more sustainable. Paper is considered one of the most environmentally friendly materials available. A qualitative study investigating consumers’ expectations and opinions of sustainable paper-based packaging materials was conducted where 60 participants took part in focus group sessions organized in two stages. In the first stage, participants expressed their opinions about currently available packages in the market and their expectations about a sustainable packaging material. In the second stage of the study, they evaluated five paper-based prototype packages for two product categories (biscuits and meat). Too much plastic and over-packaging were the key issues raised for current packages. Price and quality were the main driving forces for consumers’ purchase intent. While participants were impressed by the sustainable nature of the prototypes, the design did not necessarily meet their expectations, and they were not willing to pay more for a sustainable package. The key message that emerged from the discussions was the “3Rs”—Reduce, Reuse, and Recycle”—which should be the main points to consider when designing a sustainable packaging.

Budgetary shortfalls and excessive layoffs have left public schools with a deficiency of professional innovation as well as modern theory and practice. It is imperative that educators identify the exemplary school systems that are engaging students and adults in 21st century education, and broadcast those patterns of success to schools in need of reform. These researchers presented comparative, qualitative case studies on engagement in work in two regional areas in Suffolk County, New York. The purpose of these studies was to investigate how school systems and educators engage students and adults in 21st century education.

Aim: To describe the co‐designing process of an online support programme with and for informal carers of people with heart failure. Design: A co‐design process built on core concepts and ideas embedded in co‐design methodology. Data sources: Our co‐design process included three phases involving 32 informal caregivers and 25 content creators; (1) Identification of topics and content through literature searches, focus group interviews and user group sessions; (2) Development of the online support programme and; (3) Refinement and finalization which included testing a paper prototype followed by testing the online version and testing and approval of the final version of the support programme. Outcomes: The co‐design process resulted in a support programme consisting of 15 different modules relevant to informal carers, delivered on a National Health Portal. Conclusion: Co‐design is an explorative process where researchers need to balance a range of potentially conflicting factors and to ensure that the end users are genuinely included in the process. Relevance to clinical practice: Emphasizing equal involvement of end users (e.g. carers or patients) in the design and development of healthcare interventions aligns with contemporary ideas of person‐centred care and provides a valuable learning opportunity for those involved. Furthermore, a co‐designed online support programme has the capacity to be both accessible and meet end users' information and support needs, thereby optimizing their self‐care abilities. Additionally, an online support programme provides the opportunity to address current challenges regarding scarce resources and the lack of healthcare personnel. Reporting methods: Consolidated criteria for reporting qualitative research (COREQ). Patient or public contribution: Both informal carers and content creators were involved in developing the support programme. [ABSTRACT FROM AUTHOR]

The role of nurses in leading the design and delivery of primary health care services to address health inequities is growing in prominence, specifically in rural Australia. However, limited evidence exists to inform nurse-led primary health care in this context. Based on a focus group with nursing executives and semi-structured interviews with registered nurses we describe nurse experiences of leading the design of a primary health care service in rural Australia and nurse transition to and practice in this service. Nurse experiences were analysed using reflexive thematic analysis. The study reveals the centrality of relational integration in service design and nurse acquisition of relational practice as it relates to nurse to care recipient and nurse to nurse relationships. Tensions between primary health care nurses and their peers, and resultant de-valuing of primary health care practice, are described. The acquisition of nurse professional agency draws attention to investments required to position nurses to lead and sustain care innovations external to hospital settings. The authors propose that relational approaches may provide nurses with the opportunity to reframe their leadership and service contributions towards community literate primary health care provision and provide a pathway to professional emancipation from constrained practice expectations., (© 2024 The Author(s). Nursing Inquiry published by John Wiley & Sons Ltd.)

Aims: Explore perspectives of steering group members and external clinical supervision facilitators of developing and establishing peer group clinical supervision., Background: The climate of healthcare is complex which can lead to staff burnout and challenges to practice. Clinical supervision is suggested as an approach to managing and leadership of such complexities., Design: Qualitative descriptive., Methods: Focus group interviews with 19 members of the peer group clinical supervision steering groups and individual interviews with five external clinical supervision facilitators from the Western region of Ireland were conducted. Data analysis followed Elo and Kyngäs' content analysis method, involving preparation, organising and reporting, to extract meaning and identify patterns from the qualitative data collected., Results: Developing peer group clinical supervision practice requires, clarity of purpose and function that address the pros and cons of clinical supervision. Organisational leadership is required to support and release staff for peer group clinical supervision and peer group clinical supervisors need to be credible and have a level of expertise in practice. When prepared and supported, the aspects of confidence, leadership, personal development and resilience develop., Conclusion: Peer group clinical supervisors need training and ongoing continual professional development for their role, scope of practice and responsibilities. Sustainability rests on staff awareness and familiarity with the purpose and format of peer group clinical supervision and the regularity of sessions., Implications for the Profession And/or Patient Care: Peer group clinical supervision is a means of supporting improvement of patient care delivery while in parallel supporting personal and professional development of staff, building resilience in the workplace., Impact: This study explored the implementation of peer group clinical supervision for staff across nursing and midwifery disciplines. It found that implementing peer group clinical supervision had a positive impact on staff well-being and morality and on patient care delivery. These findings influence healthcare service providers in implementing peer group clinical supervision in a sustainable way enabling nurses to continue working in complex healthcare environments delivering safe person-centred care., Reporting Method: The qualitative reporting guidelines Standards for Reporting Qualitative Research (SRQR) were followed., Patient or Public Contribution: Patient/public involvement was addressed in this study by staff, managers, planners, directors, leaders and educationalists being involved at all stages of the study (concept, design, analysis and reporting)., (© 2024 The Author(s). Journal of Clinical Nursing published by John Wiley & Sons Ltd.)

Background: Emotional intelligence (EI) is a critical set of skills that impacts clinical pharmacists' well-being and positively influences high-level patient-centred care. Describing pharmacists' perceptions may support the integration of EI development approaches into their professional development continuum., Aim: The aim of this study was to analyse pharmacists' perceptions of the characteristics of emotionally intelligent clinical pharmacists, the importance of EI in clinical practice, and educational models and approaches to enhancing EI., Method: A qualitative study with a focus group methodology was conducted with pharmacy practitioners using a semi-structured guide grounded in the EI competency framework and existing qualitative research methodology practices. Purposive sampling was conducted until information and meaning saturation occurred. The focus group recordings were transcribed and independently coded by two researchers. The conventional content analysis of qualitative data was applied with the inductive thematic approach at its core., Results: According to the 17 focus group participants, emotionally intelligent clinical pharmacists are perceived as self-confident communicators who control and manage emotions, work well under pressure, and handle every situation effectively. Emotional self-control, self-awareness, awareness of others, tolerance, understanding, and empathy have emerged as key EI competencies required for challenges in clinical practice. EI lectures with reflections from clinical applications, behaviour modelling, and behaviour-changing methods were perceived to be of particular importance for pharmacist education and development programmes., Conclusion: Postgraduate pharmacy practitioners perceived EI competencies as necessary for their professional success and high-quality patient-centred care. They suggested that EI competencies be a focal point in pharmacy professional development programmes., (© 2024. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

Background: Informal caregivers are an essential part of health and social care systems worldwide. As such, they may need professional support., Aim: The aim of this study was to describe informal caregivers' experiences and need for support from a tailored primary health care (PHC) unit., Methods: This is a qualitative descriptive study using data collected from five semi-structured focus group discussions with a purposeful sample of 16 informal caregivers of older relatives. Respondents were recruited from a tailored PHC unit for people aged 75 years or older in a region in central Sweden. The data were analysed by qualitative content analysis with an abductive approach, based on the principles of the patient- and family-centred care framework., Results: The overarching theme was 'Striving for partnership'. The findings indicate that informal caregivers to some extent felt supported by the healthcare professionals. However, the caregivers expressed a need to be further acknowledged by the professionals in order to participate in the care of their older relatives in the way they wanted. Moreover, insufficient information regarding the older adult's health condition and care provided by the professionals had a negative impact on the caregiver's participation in care., Conclusions: Informal caregivers have unmet needs for support and strive for a partnership with the PHC professionals. PHC professionals should be more attentive and invite informal caregivers to participate in the care of the older adult in order to meet their support needs and build an equal partnership. The patient- and family-centred care framework may be of guidance when providing care for older adults in a PHC context., (© 2024 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.)

As part of mental health reform in Australia, new policies were introduced to support recovery-oriented practice; however, little has changed in hospital settings focused on managing risk and remediating acute symptoms. Previous studies have indicated that patients' experiences of personal recovery, during a hospital admission, may not mirror that of people living in the community, with patients being more likely to experience disconnection, hopelessness and disempowerment. Using a Participatory Health Research approach, eight mental health professionals, a patient advocate and an external researcher formed a research partnership to answer the question: How can staff enhance recovery-oriented practice in a hospital-based mental health service? The COREQ checklist was used for reporting the methods, analysis and findings. The methods comprised patient focus groups (n = 16 participants), interviews with managers (n = 7) and an online survey for staff (n = 17). Researchers analysed the feedback from the consultations using inductive thematic analysis, identifying two themes: relational recovery and recovery interventions. The findings indicate that relational recovery is key to recovery during a hospital admission and interventions that increase connectedness or reduce the impact of symptoms enhance personal recovery., (© 2024 The Authors. International Journal of Mental Health Nursing published by John Wiley & Sons Australia, Ltd.)

The prevention of intimate partner violence (IPV), the most prevalent form of gender-based violence, requires initiatives grounded in the values and norms of members of a given community. As part of an ongoing effort to develop a socioculturally responsive prevention program, we assessed levels of readiness to address IPV in an Asian Indian community in the midwestern USA. Consisting of six focus groups (n = 28), individual interviews (n = 6), and surveys (n = 189) of diverse community leaders and members, the assessment indicated that, while there was only vague awareness of IPV in the community as a whole, some limited segments of the community had a higher degree of readiness to address IPV. Capitalizing on the readiness and commitment of selected individuals, we developed a health communications campaign and implemented it in phases. We discuss methodological issues and lessons learned in assessing community readiness, including implications for study design and future research., (© 2023. Society for Prevention Research.)

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

In school systems around the world, there is an increasing focus on students' academic achievement. The challenge of how to improve schools is an important issue for all levels in the school system. However, a central question of both practical and theoretical relevance is how it is possible to understand why (or why not) school-development efforts are successful. The purpose of this article is to explore the ecology of local school development through the case of a medium-sized municipality in Sweden, based on empirical data from two follow-up research projects. The analytical framework draws from organisational theory and new institutional theory, where focus is directed towards how different sub-systems of the school organisation interact with and respond to aspects of development work and the implications for outcomes of school-development initiatives. Findings show that great investment of resources from the central level in the local school organisation necessarily does not lead to changes in teaching practice. School-development initiatives are unlikely to be successful unless they engage and re-couple the involved sub-systems. Finally, we discuss how the introduction of Expert Teachers as a new sub-system has the ability to work as a link between other sub-systems and to promote school development.

Collaboration for nursing is a core competence and therefore educational interventions are essentials for collaborative skills. To identify such interventions, we carried out a study to understand nursing students' collaborative process. A narrative inquiry method was used to explore the collaborative process of first-year undergraduate nursing students. The analysis was conducted on field notes from 70 h of observation of 87 nursing students' collaboration during skills lab activities. It also included transcriptions of four focus group discussions with 11 students. The results are presented as a sequential process of (1) navigating in unfamiliar territory, (2) navigating together to cope, and (3) navigating together towards independency and the future nursing profession. We identified a transition from teacher-led assistance and guidance to student interdependency and reciprocal learning, ending with student-led assistance supporting independency. In line with Vygotsky's theory of zone of proximal development, different scaffolding interventions are needed depending on where the students are in the collaborative process., ( © 2024 The Authors. Nursing Inquiry published by John Wiley & Sons Ltd.)

Background: Health informatics competencies, digital health education, and nursing students' perceptions of technology are critical to ensure a future digitally capable health care workforce., Purpose: To explore preregistration students' perceptions of digital health technology impact on their role as nurses., Methods: Using a qualitative exploratory approach, students from 2 Australian universities were purposively sampled. Data were collected through photo-elicitation from 3 focus groups and thematically analyzed. Photo-elicitation provided reference points to encourage more in-depth exploration., Results: Themes included fear of the unknown and who am I? Nursing in a digital world . Human interaction was fundamental to their nursing role and digital health technology could depersonalize care, creating tension around their reason for choosing a nursing career., Conclusions: Educators should prepare students to redefine their nursing identity by exploring how digital health technology augments their practice and critical thinking skills, while addressing fear of a perceived threat to the future of nursing., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)

Purpose: Adherence to oral anticancer treatments (OATs) is a critical issue in metastatic breast cancer (MBC) to enhance survivorship and quality of life. The study is aimed to analyze the main themes and attributes related to OATs in MBC patients. This research is part of a project titled "Enhancing Therapy Adherence Among Metastatic Breast Cancer Patients" designed to produce a predictive model of non-adherence, a decision support system, and guidelines to improve adherence to OATs., Methods: The study consists of an exploratory observational and qualitative analysis using a focus group method. A semi-structured interview guide was developed to handle relevant OAT themes. Wordcloud plots, network analysis, and sentiment analysis were performed., Results: Nineteen female MBC patients participated in the protocol (age mean 55.95, SD = 6.87). Four main themes emerged: (theme 1) individual clinical pathway; (theme 2) barriers to adherence; (theme 3) resources to adherence; (theme 4) patients' perception of new technologies. The Wordcloud and network analysis highlighted the important role of treatment side effects and the relationship with the clinician in the modulation of adherence behavior. This result is consistent with the sentiment analysis underscoring patients experience fear of issues related to clinical values and ineffective communication and discontinuity of the doctor in charge of the patient care., Conclusion: The study highlighted the key role of the individual, relational variables, and side effects as internal and external determinants influencing adherence to MBC. Finally, the opportunity offered by eHealth technology to connect with other patients with similar conditions and share experiences could be a relief for MBC patients., (© 2024. The Author(s).)

The current study addresses the lack of out-of-school time (OST) research in low- and middle-income countries by exploring OST use in the context of Pakistan and incorporating youth's voices. Using a qualitative descriptive design with focus-group discussions, we conducted a study in three middle schools set in low- to middle-income neighborhoods in urban and rural areas of Karachi, Pakistan. We engaged 86 youth (50% girls; aged 10-15 years) that were purposefully selected from grade six (31.4%), seven (44.2%) and eight (24.4%) classrooms, balancing gender and locality. In each focus group, we asked participants to describe their afterschool activity routine on a typical weekday afternoon until bedtime. Digital recordings of discussions were transcribed verbatim and analyzed using content analysis. Based on sixteen focus groups with five to six participants in each group, we identified eight distinct categories: religious activities, schoolwork, screentime, helping adult family members, family time, outdoor play, indoor leisure activities, and hanging out with friends. We found that structured activities (e.g., religious activities and schoolwork supervised by an adult) were reported more frequently than unstructured activities (e.g., outdoor play and family time). Participation in activities varied by gender and location (i.e., urban vs. rural), highlighting disparities associated with the sociocultural context that marginalized youth face. Our findings provide a glimpse into the everyday lives of Pakistani youth outside of school. Additionally, they elucidate how economic resources, sociocultural norms regarding gender, and community safety shape youth's time use and socialization patterns. Findings from this study can inform the development of OST activities and initiatives aimed at promoting the positive development of Pakistani youth., (© 2024 The Authors. Journal of Research on Adolescence published by Wiley Periodicals LLC on behalf of Society for Research on Adolescence.)

Background: There is a need to improve psychological care for people with Inflammatory Bowel Diseases (IBD), noting the high psychosocial burden of disease., Aims: This study qualitatively explored the views of people living with IBD to help inform future co-design of services that better meet the psychological needs of consumers., Methods: Adults with IBD were recruited to attend virtual focus groups to discuss what they want most in an IBD-specific psychological service. The discussions were recorded and transcribed, and data were analyzed using conventional qualitative content analysis. Draft results were summarized midway and reviewed by remaining focus groups and a final expert consumer. A quantitative dataset was created of comment frequencies., Results: Thirty-one participants took part in the study: 10 focus groups were held with an average of three participants per group. The analysis identified 254 codes, 38 sub-categories and six categories. Five main categories were identified for an IBD-specific psychological service: People-Centered Healthcare (commented on by 90% of participants), Education and Preparation (83%), Social Connection (83%), Psychological Input (93%), and Accessible Services (97%). Results were summarized in a set of proposed clinical guidelines., Conclusions: The findings of this study identify important insights from people living with IBD regarding priorities for psychological services. IBD services should focus on improving education, addressing social connection, and integrating psychological input, as well as becoming more people-centered and accessible. It is hoped that IBD services consult the proposed clinical guidelines to inform co-designed service improvements., (© 2024. The Author(s).)

Purpose: The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting. Design/methodology/approach: The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist. Findings: The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications: The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. Originality/value: The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

Aims and Objectives: To explore organisation‐wide experiences of person‐centred care and risk assessment practices using existing healthcare organisation documentation. Background: There is increasing emphasis on multidimensional risk assessments during hospital admission. However, little is known about how nurses use multidimensional assessment documentation in clinical practice to address preventable harms and optimise person‐centred care. Design: A qualitative descriptive study reported according to COREQ. Methods: Metropolitan tertiary hospital and rehabilitation hospital servicing a population of 550,000. A sample of 111 participants (12 patients, 4 family members/carers, 94 nurses and 1 allied health professional) from a range of wards/clinical locations. Semi‐structured interviews and focus groups were conducted at two time points. The audio recording was transcribed, and an inductive thematic analysis was used to provide insight from multiple perspectives. Results: Three main themes emerged: (1) 'What works well in practice' included: efficiency in the structure of the documentation; the Introduction, Situation, Background Assessment, Recommendation (ISBAR) framework and prompting for clinical decision‐making were valued by nurses; and direct patient care is always prioritised. (2) 'What does not work well in practice': obtaining the patient's signature on daily care plans; multidisciplinary (MDT) involvement; duplication of paperwork and person‐centred goals are not well‐captured in care plan documentation. (3) 'Experience of care'; satisfaction of person‐centred care; communication in the MDT was important, but sometimes insufficient; patients had variable involvement in their daily care plan; and inadequate integration of care between MDT team which negatively impacted patients. Conclusions: Efficient and streamlined documentation systems should herald feedback from nurses to address their clinical workflow needs and can support, and capture, their decision‐making that enables partnership with patients to improve the individualisation of care provision. Relevance to clinical practice: The integration of effective MDT involvement in clinical documentation was problematic and resulted in unmet supportive care from the patient's perspective. [ABSTRACT FROM AUTHOR]

Research increasingly points to the negative impacts of teacher absence from school on access to schooling and success in learning in schools, in particular in schools in areas of multiple-deprivation (including rural schools). South African schools are no exception. In this regard, like any other employer, the South African Department of Basic Education has a set of policies that govern teachers' conditions of service. Among others, these include policies that govern leave and absence from school. While the policies are meant to enhance teachers' conditions of service, they are also aimed at safeguarding the rights of learners to quality education by ensuring that teachers remain on task, and that teaching and learning is not interrupted. Using Lipsky's theory of discretion, this paper takes the view that as street-level bureaucrats, principals use their discretionary power to manage teacher leave and absence from school, and that the strategies they employ are informed by their understandings and conceptualisations of policy. The paper reports on a study undertaken to explore teacher leave in South African schools. In particular, it critically examines principals' use of their discretionary powers to make decisions about teacher leave-taking, and the coping mechanisms they use to manage teacher absence and to safeguard the rights of learners to quality education.

Portfolios are used in midwifery education to provide students with a central place to store their accumulative evidence of clinical experience for initial registration in Australia. Portfolio formats can be paper-based or electronic. Anecdotal discussion between midwifery students in Queensland debated the best format to document the requirements for the Australian Nursing and Midwifery Accreditation Council (ANMAC) standard 8.11. Midwifery students using paper-based portfolios envisioned that an ePortfolio would be streamline, simple, safe to use, and able to be used anywhere with WIFI, while some students using an ePortfolio expressed a desire to have a paper-based portfolio as a hard copy. This situation called for evidence of a comparison to resolve the debate. The aim of this study was to investigate midwifery students' experiences of the benefits and challenges between paper-based and ePortfolios when compiling evidence to meet the requirements for initial registration as a midwife in Australia (ANMAC, 2014). • Each type of portfolio had challenges and benefits. • Portfolio completion is time consuming, and stressful due to the need for verification of evidence. • Students require early and regular feedback on portfolio development. • National standards are required for consistency in documentation across universities. [ABSTRACT FROM AUTHOR]

Background: Being cited is increasingly important for the careers of nurses and other professions involved in health care research as well as for funders and journals. There is an increasing awareness that the act of citing may lack objectivity and produce bias. Citation bias is the tendency to cite positive over negative or null results, which is most pronounced where there are multiple articles to choose from. Biased citations may lead to the perception that an intervention is effective when it is not, and it may lead to overesti mation of effect sizes in systematic reviews. The aim was to explore motivations and reflections on the choices of sources when nurses and other health care professionals are writing manuscripts and to explore the underlying factors impacting the choices of sources and their opinions of citation bias in health science. Findings: We conducted six one-hour focus group interviews with 24 nurses, physicians and other health care researchers from a mix of clinical specialties. Data was analyzed using systematic text condensation. We conducted member check with the analysis as participants were asked to comment on preliminary findings. We found four themes: Researcher's integrity, Operating in a minefield, The cycle of supervision and Hands on working with references. Researchers reflected that they had received little instruction on how to work with references initially. They wished to cite appropriately but were predominately driven by the overarching aim of getting published. Factors influencing the selection of references could be placed in five different topics of quality assessment: impact factor, design, accessibility, geography and language. Being peer-reviewed or indexed in well-known databases was not presumed to guarantee quality and some researchers were also critical towards open access publications. Citing was used strategically to boost the career of oneself or others and specifically to enhance the authority of the paper. [ABSTRACT FROM AUTHOR]